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active-reflectivesensing-intuitivevisual-verbalsequential-global |
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Teaching Style: teaching goals (2), teaching methods (2) |
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concept representation: abstract-appliedlearning: understanding-roteinteraction: individual-cooperativecognitive processing: enactive-symbolic |
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defn of Reflection – Boyd & Fales (4) |
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examining experiencesinternal processrefining our understanding of an experiencecan lead to changes in perspective |
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Reflection – Plack & Driscoll (4) |
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fosters critical thinkingmultiple perspectivesreframe problems, question assumptions, analyze experiencesexpertise |
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The hallmark of professional practice &the key to critical thinking = |
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Schon’s reflective process |
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reflection IN actionreflection ON actionreflection FOR action |
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Mezirow’s reflective process (3) |
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1. content reflection2. process reflection3.
premise reflection |
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Mezirow: content reflection |
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explores problem to increase understanding;varying viewpoints, contexts (of others involved) |
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Mezirow: process reflection |
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explores strategies/processes involved in an experience |
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Mezirow: premise reflection |
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(most difficult step)explores assumptions, values, beliefs, biaseswe make decisions on our ingrained, unconscious notions |
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recognizes assumptionsproblem-solving, justification, anticipation of outcomesextracting deeper meaning from experiences |
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Mezirow: content reflectionhow, what, or why? |
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Mezirow: process reflectionhow, what, or why? |
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Mezirow: premise reflectionhow, what, or why? |
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